Brain Computation by Assemblies of Neurons

Total Page:16

File Type:pdf, Size:1020Kb

Brain Computation by Assemblies of Neurons Brain computation by assemblies of neurons Christos H. Papadimitrioua,1, Santosh S. Vempalab , Daniel Mitropolskya, Michael Collinsa, and Wolfgang Maassc aDepartment of Computer Science, Columbia University, New York, NY 10027; bCollege of Computing, Georgia Institute of Technology, Atlanta, GA 30332; and cInstitute of Theoretical Computer Science, Graz University of Technology, 8010 Graz, Austria Contributed by Christos H. Papadimitriou, March 27, 2020 (sent for review February 6, 2020; reviewed by Angela D. Friederici and Tomaso A. Poggio) Assemblies are large populations of neurons believed to imprint synapses. In other words, the high-level operations of this system memories, concepts, words, and other cognitive information. We can be “compiled down” to the world of neurons and synapses— identify a repertoire of operations on assemblies. These opera- a fact reminiscent of the way in which high-level programming tions correspond to properties of assemblies observed in experi- languages are translated into machine code. ments, and can be shown, analytically and through simulations, to be realizable by generic, randomly connected populations of neu- Model rons with Hebbian plasticity and inhibition. Assemblies and their Our mathematical results, as well as most of our simulation operations constitute a computational model of the brain which results, employ a simplified and analytically tractable, yet plausi- we call the Assembly Calculus, occupying a level of detail interme- ble, model of neurons and synapses. We assume a finite number diate between the level of spiking neurons and synapses and that of brain areas denoted A, B, C , etc., intended to stand for an of the whole brain. The resulting computational system can be anatomically and functionally meaningful partition of the cortex shown, under assumptions, to be, in principle, capable of carrying (Fig. 1). Each area contains a population of n excitatory neurons out arbitrary computations. We hypothesize that something like with random recurrent connections.∗ By this, we mean that each it may underlie higher human cognitive functions such as reason- ordered pair of neurons in an area has the same small proba- ing, planning, and language. In particular, we propose a plausible bility p of being connected by a synapse, independently of what brain architecture based on assemblies for implementing the syn- happens to other pairs—this is a well-studied framework usu- tactic processing of language in cortex, which is consistent with ally referred to as Erdos–Renyi˜ graph or Gn,p (10). In addition, recent experimental results. for certain ordered pairs of areas, say (A, B), there are random afferent synaptic interconnections from A to B; that is, for every neuronal assemblies j Assembly Calculus j computation j neuron in A and every neuron in B, there is a chance p that there NEUROSCIENCE language in the brain j random graph is a synaptic connection from the former to the latter.† We use this model to fathom, quantitatively, the creation ow does the brain beget the mind? How do molecules, and manipulation of assemblies of neurons. Since the model Hcells, and synapses effect cognition, behavior, intelligence, reasoning, and language? The remarkable and accelerating Significance progress in neuroscience, both experimental and theoretical– computational, does not seem to bring us closer to an answer: Our expanding understanding of the brain at the level of The gap is formidable, and seems to necessitate the development neurons and synapses, and the level of cognitive phenom- of new conceptual frameworks. As Richard Axel (1) recently put ena such as language, leaves a formidable gap between these it, “we do not have a logic for the transformation of neural activ- two scales. Here we introduce a computational system which ity into thought and action. I view discerning [this] logic as the promises to bridge this gap: the Assembly Calculus. It encom- most important future direction of neuroscience.” What kind of passes operations on assemblies of neurons, such as project, formal system, embodying and abstracting the realities of neural associate, and merge, which appear to be implicated in cog- activity, would qualify as the sought “logic”? nitive phenomena, and can be shown, analytically as well as We propose a formal computational model of the brain based through simulations, to be plausibly realizable at the level on assemblies of neurons; we call this system the Assembly Cal- of neurons and synapses. We demonstrate the reach of this culus. In terms of detail and granularity, the Assembly Calculus system by proposing a brain architecture for syntactic pro- occupies a position intermediate between the level of individual cessing in the production of language, compatible with recent neurons and synapses and the level of the whole-brain models experimental results. useful in cognitive science (e.g., refs. 2 and 3). The basic elementary object of our system is the assembly of Author contributions: C.H.P., S.S.V., and W.M. designed research; C.H.P., S.S.V., D.M., excitatory neurons. The idea of assemblies is, of course, not new. M.C., and W.M. performed research; and C.H.P., S.S.V., and D.M. wrote the paper.y They were first hypothesized seven decades ago by Donald O. Reviewers: A.D.F., Max Planck Institute for Human Cognitive and Brain Sciences; and Hebb (4) to be densely interconnected sets of neurons whose T.A.P., Massachusetts Institute of Technology.y loosely synchronized firing in a pattern is coterminous with the The authors declare no competing interest.y subject thinking of a particular concept or idea. Assembly-like Data deposition: Our simulation system is available online, making it possible to formations have been sought by researchers during the decades reproduce and extend our simulation results: http://github.com/dmitropolsky/assemblies.y following Hebb’s prediction (see, e.g., ref. 5), until they were This open access article is distributed under Creative Commons Attribution-NonCommercial- clearly identified more than a decade ago through calcium imag- NoDerivatives License 4.0 (CC BY-NC-ND).y ing (6, 7). More recently, assemblies (sometimes called ensem- 1 To whom correspondence may be addressed. Email: [email protected] bles) and their dynamic behavior have been studied extensively This article contains supporting information online at https://www.pnas.org/lookup/suppl/ in the animal brain (see, e.g., ref. 8), while assemblies are the doi:10.1073/pnas.2001893117/-/DCSupplemental.y central theme of Gyorgy¨ Buzs´aki’s recent book (9). Our calculus outfits assemblies with certain operations that *Our assumption that all areas contain the same number of neurons is one of expository, create new assemblies and/or modify existing ones: project, recip- not mathematical, convenience, and provides the basic numerical parameter n of our rocal project, associate, merge, and a few others. These operations analysis. A slightly more complex version would have parameters nA and kA for each area A. reflect known properties of assemblies observed in experiments, †Several experimental results (11, 12) suggest deviations of the synaptic connectivity of and they can be shown, either analytically or through simula- the animal brain from the uniformity of Gn,p. We discuss how such deviations affect— tions (often both), to result from the activity of neurons and mostly support—our framework in Discussion. www.pnas.org/cgi/doi/10.1073/pnas.2001893117 PNAS Latest Articles j 1 of 9 Downloaded by guest on September 30, 2021 Fig. 1. A mathematical model of the brain. Our analytical results, as well as most of our simulations, use a formal model of the brain intended to capture cognitive phenomena in the association cortex. Our model encompasses a finite number of brain areas denoted A, B, :::, each containing n excitatory neurons. We assume that any pair of neurons in each area have a recurrent synaptic connection independently with probability p, and that, for certain pairs of areas (A, B), there are also afferent connections from any neuron in A to any in B, also independently and with probability p. We assume that firing of neurons proceeds in discrete steps, and, at each step, k of the neurons in each area fire: namely, those k neurons which have the largest sum of presynaptic inputs from neurons that fired in the previous step. Synaptic weights are modified in a Hebbian fashion, in that synapses that fired (i.e., the presynaptic neuron fired, and, in the next step, the postsynaptic neuron did) have their weight multiplied by (1 + β), where β is a plasticity constant. In our simulations, we typically use n = 107, k = 104, p = 0:001, and β = 0:1. is probabilistic (by virtue of the random synaptic connectivity), a fixed number k of the n excitatory neurons in any area fire—in our analytical results postulating the effectiveness of the vari- particular, those neurons which receive the k highest excitatory ous operations must contain the clause “with high probability,” inputs. where the event space is implicitly the underlying random graph. The four basic parameters of our model are these: n (the We assume that all cells in an assembly x belong to the same number of excitatory neurons in an area, and the basic param- brain area, denoted area(x). eter of our model), p (the probability of recurrent and afferent Our model also encompasses simplified forms of plasticity synaptic connectivity), k (the maximum number of firing neu- and inhibition. We assume multiplicative Hebbian plasticity: If rons in any area), and the plasticity coefficient β. Typical val- at a time step neuron i fires and, at the next time step, neu- ues of these parameters in our simulations are n = 106−7, p = ron j fires, and there is a synapse from i to j , the weight of 10−3, k = 102−3, and β = 0:1.
Recommended publications
  • Studying Professional Learning from the Perspective Of
    STUDYING PROFESSIONAL LEARNING FROM THE PERSPECTIVE OF WITTGENSTEIN’S PICTURE OF LANGUAGE AND MEANING JOSEPH SAMUEL GARDNER A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN EDUCATION YORK UNIVERSITY TORONTO, ONTARIO March 2019 © Joseph Sam Gardner, 2019 Abstract My own experience working with professionals is that while ongoing professional learning is valued, in most cases there is little that is done well to support such learning. The dominant foci in both practice and the relevant academic fields tend more towards issues connected to linear features of dissemination, to the development of programmatic change approaches, and to scientism. My perception is that these fields are wedded to outdated and problematic foundational metaphors such as ‘trajectories,’ ‘impacts,’ and ‘outcomes,’ to the quantification of learning processes and outcomes, and to the idea of knowledge and research as things that are somehow “transferable.” The aim of this dissertation is, therefore, to find a grounding way to think and talk about professionals’ learning in situ. In turning to Wittgenstein I shift the fundamentals underlying our talk about professional learning towards a picture of language and meaning. I draw a picture of professional learning based on Wittgenstein’s picture of language and meaning, emphasizing Wittgenstein’s notion of a ‘picture,’ versus a ‘theory’ (i.e., a hypothetical, causal explanatory account), of language. Wittgenstein’s picture of language and meaning can be seen as a reaction to the representationalist (cognitivist, intellectualist) approach to language and meaning initiated mainly by Frege. Wittgenstein sketches a picture of language and meaning consisting of the interrelated parts of ‘language-games,’ ‘grammar,’ and ‘rules,’ focused around the ‘use’ of signs.
    [Show full text]
  • This Article Appeared in a Journal Published by Elsevier. the Attached
    This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier’s archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/copyright Author's personal copy Behavioural Processes 85 (2010) 246–251 Contents lists available at ScienceDirect Behavioural Processes journal homepage: www.elsevier.com/locate/behavproc Functional relationships for determining similarities and differences in comparative cognition Anthony A. Wright ∗ Department of Neurobiology and Anatomy, Medical School, University of Texas Health Center at Houston, P.O. Box 20708, Houston, TX 77225, United States article info abstract Article history: Pigeons, capuchin monkeys and rhesus monkeys were trained in nearly identical same/different tasks Received 6 May 2010 with an expanding 8-item training set and showed qualitatively similar functional relationships: increas- Received in revised form 22 July 2010 ing novel-stimulus transfer (i.e., concept learning) as a function of the training-set size and the level of Accepted 30 July 2010 transfer eventually becoming equivalent to baseline training performance. There were also some quan- titative functional differences: pigeon transfer increases were more gradual and baseline-equivalent Keywords: transfer occurred at a larger set size (256 items) than for monkeys (128 items).
    [Show full text]
  • Concept Learning for Robot Intelligence Justus Piater, University of Innsbruck
    Concept Learning For Robot Intelligence Justus Piater, University of Innsbruck Abstract Current robot learning, and machine learning in general, requires carefully- engineered setups (environments, objective functions, training data, etc.) for learning to succeed. Perception and action spaces are specially crafted to meet the requirements of the learning objective, which is specified in advance. How can we construct robot learning systems that can learn in an open-ended fashion, acquire skills not foreseen by its designers, and scale up to virtually unlimited levels of complexity? I argue that a key to achieving this lies in the robot's ability to learn abstract concepts that can be reused as a basis for future learning, both in autonomous exploration and for teaching by humans. Table of Contents 1. Preface ..................................................................................... 1 2. Skill Learning Using Stacked Classifiers .......................................... 4 3. Skill Learning Using Projective Simulation ...................................... 7 4. Search Space Management ......................................................... 11 5. Conclusions ............................................................................. 13 1. Preface 1.1. Classical Machine Learning [Image1 from New Scientist2] [From my LinkedIn page] [Source3] [Image4 from The Next Web5] 1 https://d1o50x50snmhul.cloudfront.net/wp-content/uploads/2017/05/23120156/ rexfeatures_8828108ac1.jpg 2 https://www.newscientist.com/article/2132086-deepminds-ai-beats-worlds-best-go-player-in- latest-face-off/ 3 http://5.imimg.com/data5/YN/EU/MY-54329049/face-detection-and-recognition-500x500.jpg 4 https://cdn0.tnwcdn.com/wp-content/blogs.dir/1/files/2016/09/SwiftKey-neural-networks- hed-796x398.jpg 5 https://thenextweb.com/apps/2016/09/16/swiftkey-improves-its-android-keyboard-predictions- with-neural-networks/ 1 Preface 1.2. Autonomous Airshow Apprenticeship Learning Via Inverse Reinforcement Learning [Abbeel et al.
    [Show full text]
  • Psychophysiological Concomitants of Levels of Cognitive Processing. Ronald Alan Cohen Louisiana State University and Agricultural & Mechanical College
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1982 Psychophysiological Concomitants of Levels of Cognitive Processing. Ronald Alan Cohen Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Cohen, Ronald Alan, "Psychophysiological Concomitants of Levels of Cognitive Processing." (1982). LSU Historical Dissertations and Theses. 3794. https://digitalcommons.lsu.edu/gradschool_disstheses/3794 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed.
    [Show full text]
  • BCCCD 2014 Budapest CEU Conference on Cognitive Development Program and Abstracts
    BCCCD 2014 Budapest CEU Conference on Cognitive Development Program and Abstracts 2014.BccCD BCCCD 2014 Budapest CEU Conference on Cognitive Development ORGANIZED BY Cognitive Development Center Central European University http://cognitivescience.ceu.hu http://www.asszisztencia.hu/bcccd 09-11 January, 2014 Budapest, Hungary 2014.BccCD CONFERENCE ORGANIZATION The conference is organized by the Cognitive Development Center at CEU Cognitive Science Department, led by Professors Gergely Csibra and György Gergely CONFERENCE CHAIRS Mikołaj Hernik Rubeena Shamsudheen SCIENTIFIC COMMITTEE Bálint Forgács Dora Kampis Agota Major Olivier Mascaro Denis Tatone Ernő Téglás Jun Yin CONTACT Andrea Schrök E-mail: [email protected] ORGANIZING SECRETARIAT ASSZISZTENCIA Congress Bureau Szent Istv·n krt. 7, H-1055 Budapest, Hungary Phone: +36 1 350-1854 Fax: +36 1 350-0929 E-mail: [email protected] SCHEDULE SCHEDULE SCHEDULE January 9, Thursday 13.30 - 15.00 POSTER SESSION "A" WITH COFFEE & SNACKS TOBII PRE-CONFERENCE SESSION 15.30 - 17.30 INVITED SYMPOSIUM 08.45 - 10.00 Part 1 - presentation The nature and consequences of children’s concepts 10.30 - 12.00 Part 2 - hands on workshop of social groups Gil Diesendruck BUDAPEST CEU CONFERENCE ON COGNITIVE DEVELOPMENT 2014 18.00-19.00 ICE SKATING 12:45 -13:00 WELCOME January 11, Saturday 13.00 - 15.00 REGULAR SYMPOSIUM I 8.45 - 10.00 KEYNOTE LECTURE II Novel approaches to children’s developing Use of hammers and anvils to crack open nuts understanding of social norms. by wild capuchin monkeys Elisabetta Visalberghi 15.00 – 15:30 COFFEE & SNACKS BREAK 10.00 - 10:30 COFFEE & SNACKS BREAK 15.30 - 17.00 PAPER SESSION I 10.30 - 12.30 REGULAR SYMPOSIUM III 17.00 – 17:30 COFFEE BREAK Contextual, prosodic and gestural cues to meaning in human infant and primate communication.
    [Show full text]
  • LEARNING and TEACHING Theories, Approaches and Models
    LEARNING AND TEACHING Theories, Approaches and Models Editors: Zeki Kaya, Ahmet Selçuk Akdemir Authors: Celal Akdeniz Hasan Bacanlı Engin Baysen Melek Çakmak Nadir Çeliköz Nazan Doğruer Bahadır Erişti Yavuz Erişen Ramadan Eyyam Kerim Gündoğdu Erinç Karataş Serçin Karataş Yücel Kayabaşı Durmuş Kılıç Ahmet Kurnaz İpek Meneviş Mehmet Arif Özerbaş Öykü Özü Fatoş Silman Ali Murat Sünbül Mehmet Şahin Hidayet Tok Halil İbrahim Yalın Çözüm Eğitim Yayıncılık, Ankara- Türkiye 2016 LEARNING AND TEACHING : THEORIES, APPROACHES AND MODELS Editors: Zeki Kaya, Ahmet Selçuk Akdemir LEARNING AND TEACHING Theories, Approaches and Models 1st Edition in English June 2016 ISBN: 978-975-01577-2-1 Çözüm Eğitim Yayıncılık Cihan Sokak No:13/6 Sıhhiye Çankaya / Ankara- TÜRKİYE http://www.cozumegitim.net Tel: +90 312 433 03 97 Faks: +90 312 433 03 89 i LEARNING AND TEACHING Theories, Approaches and Models Editors: Zeki Kaya, Ahmet Selçuk Akdemir Authors: Celal Akdeniz Hasan Bacanlı Engin Baysen Melek Çakmak Nadir Çeliköz Nazan Doğruer Bahadır Erişti Yavuz Erişen Ramadan Eyyam Kerim Gündoğdu Erinç Karataş Serçin Karataş Yücel Kayabaşı Durmuş Kılıç Ahmet Kurnaz İpek Meneviş Mehmet Arif Özerbaş Öykü Özü Fatoş Silman Ali Murat Sünbül Mehmet Şahin Hidayet Tok Halil İbrahim Yalın Çözüm Eğitim Yayıncılık. Ankara, Türkiye, 2016 ii LEARNING AND TEACHING : THEORIES, APPROACHES AND MODELS FOREWORD Learning is one of the most long-running, undeniably important actions of human being. In addition to his innate behaviours, acquiring new knowledge, skills and attitudes through the experiences over various processes, human being directs his life in accordance with his learning. The acquirements have an efficient role on all his decisions during the lifetime.
    [Show full text]
  • From Mollusks to Adult INSTITUTION Syracuse Univ., NY
    DOCUMENT RESUME ED 070 958 AC 014 132 AUTHOR Carlson, Robert A. TITLE Conceptual Learning: From Mollusks to Adult Education. INSTITUTION Syracuse Univ., N.Y. ERIC Clearinghouse on Adult Education.; Syracuse Univ., N.Y. Publications Program in Continuing Education. PUB DATE Mar 73 NOTE 40p.; Occasional Papers, No. 35 AVAILABLE FROM Library of Continuing Education, 107 Roney Lane, Syracuse, N. Y. 13210 ($1.75) EDRS PRICE MF-S0.65 HC -$3.29 DESCRIPTORS *Adult Education; Adult Educators; *Concept Formation; *Concept Teaching; *Educational Philosophy; Learning Theories; *Literature Reviews; Research Reviews (Publications); Teaching Methods IDENTIFIERS Bruner (Jerome F); Piaget (Jean) ABSTRACT A brief analysis of conceptual learning in adult education and some philosophical implications for the practitioner are presented. This review traces the intellectual and political growth in the adult education movement. It lists recent seminal studies in the field and presents a series of relatively non-technical interpretations. The analysis of the literature is concerned primarily with the more basic question of whether the adult educator should attempt to incorporate conceptual learning into his practice. It concludes that some practitionersmay be justified in rejecting conceptual learning if it is in conflict with their basic philosophies and life styles, while othersmay find much of value in it.(Author/CK) OCCASIONAL PAPERS NUMBER 35 CONCEPTUAL LEARNING: FROM MOLLUSKS TO ADULT EDUCATION BY: ROBERT A. CARLSON Syracuse University PUBLICATIONS IN CONTINUING EDUCATION and ERIC CLEARINGHOUSE ON ADULT EDUCATION A Publication in Continuing Education Syracuse University Melvin A. Eggers, Chancellor John James Prucha, Vice Chancellorfor Academic Affairs Alexander N. Charters, Vice Presidentfor Continuing Education Robert J.
    [Show full text]
  • Concept Learning
    Concept Learning Jens LEHMANN a and Nicola FANIZZI b and Lorenz BÜHMANN a and Claudia D’AMATO b a Univ. Leipzig, Germany b Univ. Bari, Italy Abstract. One of the bottlenecks of the ontology construction process is the amount of work required with various figures playing a role in it: domain experts contribute their knowledge that has to be formalized by knowledge engineers so that it can be mechanized. As the gap between these roles likely makes the process slow and burdensome, this problem may be tackled by resorting to machine learning tech- niques. By adopting algorithms from inductive logic programming, the effort of the domain expert can be reduced, i.e. he has to label individual resources as instances of the target concept. From those labels, axioms can be induced, which can then be confirmed by the knowledge engineer. In this chapter, we survey existing methods in this area and illustrate three different algorithms in more detail. Some basics like refinement operators, decision trees and information gain are described. Finally, we briefly present implementations of those algorithms. Keywords. Refinement operators, Decision Trees, Information Gain 1. Introduction to Concept Learning One of the bottlenecks of the ontology construction process is represented by the amount of work required with various figures playing a role in it: domain experts contribute their knowledge that is formalized by knowledge engineers so that it can be mechanized. As the gap between these roles makes the process slow and burdensome, this problem may be tackled by resorting to machine learning (cf. Lawrynowicz and Tresp [23] in this volume) techniques.
    [Show full text]
  • Categorization, Concept Learning, and Behavior Analysis: an Introduction
    JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 2002, 78, 237±248 NUMBER 3(NOVEMBER) CATEGORIZATION, CONCEPT LEARNING, AND BEHAVIOR ANALYSIS: AN INTRODUCTION THOMAS R. ZENTALL,MARK GALIZIO, AND THOMAS S. CRITCHFIELD UNIVERSITY OF KENTUCKY, UNIVERSITY OF NORTH CAROLINA AT WILMINGTON, AND ILLINOIS STATE UNIVERSITY Categorization and concept learning encompass some of the most important aspects of behavior, but historically they have not been central topics in the experimental analysis of behavior. To intro- duce this special issue of the Journal of the Experimental Analysis of Behavior (JEAB), we de®ne key terms; distinguish between the study of concepts and the study of concept learning; describe three types of concept learning characterized by the stimulus classes they yield; and brie¯y identify several other themes (e.g., quantitative modeling and ties to language) that appear in the literature. As the special issue demonstrates, a surprising amount and diversity of work is being conducted that either represents a behavior-analytic perspective or can inform or constructively challenge this perspective. Key words: categorization, concept learning, stimulus class, function transfer Categorization is not a matter to be taken taken place. Cognitive psychologists Laur- lightly. There is nothing more basic than cat- ence and Margolis (1999), in a book reviewed egorization to our thought, perception, ac- in the present issue, minced no words about tion, and speech. (Lakoff, 1987, p. 5) the association: ``Concepts are the most fun- Concepts give our world stability. They capture damental constructs in theories of the mind'' the notion that many objects or events are (p. 3). Yet scholars from many research com- alike in some important respects, and hence munities have struggled to come to grips with can be thought about and responded to in the complex repertoires that the topic en- ways already mastered.
    [Show full text]
  • 成人學習理論綜述 a Summary of Three Adult Learning
    遠東學報第二十三卷第三期 中華民國九十五年九月出版 成人學習理論綜述 A SUMMARY OF THREE ADULT LEARNING THEORIES 杜約翰(John Duxbury) 美國南達科塔大學 教育博士 李分明 遠東科技大學應外系 副教授 摘 要 本文主要探討三種成人學習理論-行為主義學派、認知學派和人本主義學派。 行為主義學派是以 John B.Watson 以及 B.F.Skinner 等人的主張為主,此外行為 主義學派的新近理論也被論述。認知學派包含 Gestalt 完形學派、Jean Piaget、 Ausubel &Bruner、Gagne 等 人的主張、及強調 Vygotsky 的時間序列發展學派 (Zone of Proximal Development)。人本主義學派主要是論及 Abraham Maslow 和 Carl Rogers 等人的主張,他們的主張不同於行為學派,而認為人類可以控制自 己的命運。本文以人本主義學派以及作者的立論基礎作為結論。 關鍵字:行為主義學派、認知學派、人本主義學派 I-221 遠東學報第二十三卷第三期 中華民國九十五年九月出版 John Duxbury, of Applied Foreign Language, Far East University Fen-Ming Lee, Dept. of Applied Foreign Language, Far East University ABSTRACT This article presents three adult learning theories-behaviorist, cognitive, and humanist orientation. The behaviorist orientation is concerned mostly with the work of Jonn B. Watson and B.F.Skinner some current practices which incorporate behavioristic models ave mentioned. The cognitive orientation is then discussed with mention of the Gestalt psychologists, with Jean Piaget, Ausubel &Bruner, Gagne, and finally with the emphasis of Vygotsky’s “zone of proximal development”. The humanist ovientation talks mostly about the work and theories of Abraham Maslow and Carl Rogers which differs from the behavioral predetermined orientation by asserting that people can control their own destinies. The article concludes with the author’s humanistic orientation and the rationale for this position. Keywords:Behaviorist Orientation、Cognitive Orientation、Humanist Orientation I-222 遠東學報第二十三卷第三期 中華民國九十五年九月出版 BEHAVIORIST ORIENTATION a better society. Skinner reasoned that we needed to Of all the disciplines in psychology, behaviorism give up our personal freedom, including its has had the most impact on general and adult accompanying sense of dignity and personal worth, to education (Elias, Merriam, 1980).
    [Show full text]
  • 1 the Neuroscience of Conceptual Learning in Science And
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Birkbeck Institutional Research Online The Neuroscience of Conceptual Learning in Science and Mathematics Denis Mareschal Centre for Educational Neuroscience Centre for Brain and Cognitive Development Department of Psychological Science Birkbeck University of London Author’s Note : This work is supported by a Royal Society-Wolfson Research Merit award. Many thanks to Iroise Dumontheill and Michael Thomas for important input into this article. Address all correspondence to Prof. Denis Mareschal, Department of Psychological Sciences, Birkbeck University of London, Malet Street, WC1E 7HX, UK. Email: [email protected] 1 Abstract Learning new concepts in mathematics and science often involves inhibiting prior beliefs or direct perceptual information. Recent neuroimaging work suggests that experts simply get better at inhibiting these pre-potent responses rather than replacing prior concepts with the newer concepts. A review of both behavioral and neuroimaging evidence with children suggests that improving inhibitory control is a key factor in learning new scientific and mathematical facts. This finding has implications for how these subjects are taught in the classroom and provides corroborating evidence for practices already in place. 2 Introduction What sets us aside from most other species is our ability to develop abstract and causally- based concepts1. These concepts go beyond the information immediately available through direct perception and encode an understanding of how elements in the world relate to one another in general. Acquiring such abstract concepts underpins school-based learning in both mathematics2 and science3, 4. However, any pupil aiming to acquire “new” concepts in science and mathematics needs to overcome the strong pull of existing beliefs that have served them so well until then.
    [Show full text]
  • Concept Learning in Animals
    Concept Learning 13 2008 Volume 3, pp 13 -45 Concept Learning in Animals Thomas R. Zentall University of Kentucky Edward A. Wasserman and Olga F. Lazareva University of Iowa Roger K. R. Thompson Franklin & Marshall College Mary Jo Rattermann University of Indianapolis Generally speaking, the study of concepts in cognitive psychology is anthropocentric with respect to both content and theory. A broader comparative perspective on the various forms of concept learning not only provides a more inclusive view of conceptual behavior, but it also provides a more objective perspective from which to identify underlying processes. We suggest that several of the major varieties of conceptual classes claimed to be uniquely human are also exhibited by nonhu- man animals. We present evidence for the formation of several sorts of conceptual stimulus classes by nonhuman animals: perceptual classes involving classification according to the shared attributes of objects, associative classes or functional equivalences in which stimuli form a class based on common associations, relational classes, in which the conceptual rela- tionship between or among stimuli defines the class, and relations between relations, in which the conceptual (analogical) relationship is defined by the relation between classes of stimuli. We conclude that not only are nonhuman animals capable of acquiring a wide variety of concepts, but that the underlying processes that determine concept learning are also likely to be quite similar. Keywords: concept learning, perceptual classes, associative classes, relational classes, analogical relations “The proper study of mankind is man,” is a popular Few, if any, researchers studying human cognition would quote, but it was written by a poet, not a scientist.
    [Show full text]